Original Research by School Decision on Denver Justice High School
Denver Justice High School is a small alternative charter high school serving grades nine through twelve in the Denver Public Schools system. Operating as an alternative school, it is designed for students who have not succeeded in a traditional high school setting, offering a pathway to a diploma for those who may need a different structure or level of support. The school sits at the southern edge of downtown Denver, near the intersection of Broadway and 9th Avenue, placing it close to public transit and the city’s core civic and cultural resources.
The student body is compact, with enrollment distributed fairly evenly across all four grade levels. The student population is predominantly Hispanic and Black, with a smaller number of white students, a handful of students who identify as two or more races, and a very small number of American Indian or Alaska Native students. A very large share of students qualify for free or reduced-price lunch, reflecting the school’s role as a resource for families facing economic challenges. Data on students with disabilities and English learners were not available in the profile; a parent who needs clarity on these supports would want to ask the school directly.
Because Denver Justice is an alternative high school, conventional academic accountability measures such as state assessment proficiency rates do not apply in the same way they do for traditional schools, and none were reported in the available records. The four-year graduation rate was also absent from the data. This is common for alternative schools, where the mission is often focused on re-engaging students who are off track, and the metrics used to judge a traditional school may not capture the school’s actual work. A family considering this school should seek direct information from the school about its graduation rates, postsecondary outcomes, and academic progress measures.
No data on program offerings, such as Advanced Placement, concurrent enrollment, career and technical education, or extracurricular activities, were available in the profile. Similarly, the school environment metrics around discipline, staffing, attendance, and course access were not reported. A parent evaluating fit would need to ask the school for details on what courses and pathways are available and what the daily structure looks like.
Denver itself is a major consolidated city-county and state capital, serving as the commercial, industrial, and transportation hub for the Rocky Mountain West. Housing values in the school’s ZIP code are slightly higher than the national median, with rents a cut below what a typical monthly mortgage payment would be, a dynamic that reflects the tight and competitive Denver housing market. The metro area has experienced sustained growth, and Denver Public Schools, the parent district, has been in a period of significant change. In November 2024, Denver voters approved the largest bond in district history, funding facility improvements and new construction across the district. The district also shifted to a new unified enrollment system for school choice starting in the 2024-2025 school year, which changed how families apply to and select schools. A literacy curriculum overhaul aligned with the science of reading began rolling out in the 2023-2024 school year, though that change is most directly relevant to elementary grades.
Denver Justice High School is a specialized option within the broader Denver school choice landscape. It fits a student who needs an alternative setting to earn a high school diploma, likely one who has struggled in a conventional school environment. The school’s small scale means individualized attention is more possible, and its charter status gives it operational flexibility. But the data gaps are real: no test results, no graduation rate, no program listings, no disciplinary or attendance figures. A parent interested in this school should plan a visit, talk to staff about what academic progress looks like for their students, and ask point-blank for the numbers that matter most to them. The available evidence does not describe outcomes, only the school’s purpose and the population it serves.
See more original research from School Decision →